Myth: AVID is a remedial program
AVID Application Questions of
Interest
• Will you be the first in
your family to attend
college?
• Have you ever been
enrolled in any honors
or Pre-AP courses?
• How would you
describe your current
grades?
1)A’s and B’s
2)B’s and C’s
3)Mostly C’s
Let’s Bust the Myth…
AVID student selection focuses on students
in the middle with academic potential
MYTH: AVID teachers are
handpicked
• >>> Vivian Edmondson 1/19/2010 9:42 AM >>>
• The success of AVID is based on voluntary participation not only by
students but by AVID trained teachers. The underlying philosophy is
one will volunteer because he/she is interested or passionate about
the program and its mission. Continued training and training for
newcomers will take place July 12-16 at the Atlanta Summer
Institute. If you have questions please ask or you may go on line to
www.avidonline.org where you can find a lot of great information.
• Please let me know if you are interested in being trained in AVID by
Friday, January 22. (For those teachers that have at least one year
and would like to continue with the second year of training, please
let me know by Friday too :-D
• Vivian Edmondson,
• AVID Coordinator
• National Board Certified FACS Teacher
•
• SouthWest Edgecombe High School
• 5912 NC Hwy 43
• Pinetops, NC 27864
• Phone: 252-827-5016, ext. 7172
• FAX: 252-827-2815
Southwest Edgecombe High School AVID Elective Teacher Contract
As part of the AVID Certification process, specifically Essential #2, all current and prospective
AVID elective teachers have reviewed these expectations.
The AVID elective teacher voluntarily supports the mission of AVID and participates in the AVID
elective program for the following reasons:
Shares in the same expectations for individual determination that we have for prospective AVID
students.
Enjoys collaborative problem solving with their colleagues.
Has effective classroom management & organizational skills.
Serves as a student advocate and is a proponent of equitable access to rigorous curriculum and
programs.
Provides social and academic support for their students.
Commits to personal and professional growth.
Spends extra time outside of classroom setting to ensure the success of the AVID program.
Has or is willing to develop leadership roles on campus.
Develops a mentoring relationship with AVID students.
Promotes the AVID strategies and methodologies across grade levels, content areas and
schoolwide.
AVID elective teacher responsibilities include:
Implementation of the AVID Curriculum.
On-going monitoring of AVID students’ progress.
Training, coaching and debriefing tutorial process with tutors and students.
Participation in all AVID elective teacher and Site Team meetings.
Assistance with and participation in AVID functions (e.g. parent meetings, AVID fieldtrips, tutor
recruitment and staff development).
The above describes my voluntary participation in the AVID program.
CONTRACT
ADVANCEMENT VIA INDIVIDUAL DETERMINATION
Name of Student: _____________________________ Enrollment Date: ______
AVID is a program, which prepares students for four-year college eligibility.
Student Goals:
Academic success in college preparatory courses.
Successful completion of college eligibility requirements.
Enrollment in four-year college or university after high school graduation.
Student Responsibilities:
Maintain satisfactory citizenship and attendance in all classes.
Maintain the AVID binder with assignment/grad record sheets and daily notes in all classes.
Compete all homework assignments and commit to at least two hours of homework every nigh.
Maintain enrollment in college preparatory courses.
Student Agreement:
I agree to accept enrollment into the AVID elective class, which will offer academic support to me. I want to
succeed, and I understand that I must take individual responsibility for my own success. I understand that in order
to give fair consideration to my involvement with the program, I must commit to remaining enrolled in the AVID
elective for at least one year, and that I will be allowed to remain in the program only if I meet the student
responsibilities outline above. I also understand that studies show that I will be most likely to demonstrate academic
improvement if I remain in the program only if I meet the student responsibilities outline above. I also understand
that studies show that I will be most likely to demonstrate academic improvement if I remain in the program at least
three years and most likely to meet my goal of four-year college enrollment if I remain in the AVID program in my
senior year of high school.
___________________________________
Student Signature
Support Agreement:
We agree to support the efforts of this student in meeting the goals outline
above.
______________________________ ______________________________
AVID Coordinator Signature
Parent Signature
______________________________ ______________________________
AVID Counselor Signature
Site Administrator Signature
Let’s bust the myth
• AVID program participants, both students
and staff, must choose to participate.
Myth: Southwest must be
committed to full implementation
of the AVID program.
Date: 02/08/10
WICR Lesson Plan Template
Week 22
Day 1
Standard(s): Working with sources; sustained inquiry of a topic or problem
Objective(s): AVID College Readiness: Working With Sources
Strategies
Students will produce…
AVID Method
W
Writing
Reflective writing activity see inquiry
record their methodology for developing claims for
their papers in their RLs
1. How did you come up with your claims?
2. What sources have been most useful for you?
3. Did anyone assist you in deciding what your claim
and evidence would be?
record their methodology for developing claims for
their papers in their RLs
Organize students into groups of four or five. Tell
each group that after the claims presentations have
been made, they should select one student who seems
to understand well the claims and evidence for
his/her
paper. This person will be in the Inner Circle for the
Citation Circles activity.
Ask students to join the assigned groups with their
notes for their paper, their sources, and copies
Student
Handout 3.4c: “Essential Skill 4: Academic
Arguments—Supporting Claims and Using Evidence
from Sources.”
• Tell students to use their sources to present what
they think will be the principal claims for their papers
and
the evidence they found in their sources to support
their claims.
Following Teacher Resource 3.5a: “Essential Skill 4:
Citation Circles,” complete a Citation Circles
activity
When all the students have presented to their groups,
ask the group members to select one student for the
Inner Circle in the Citation Circles activity.
How will students use writing
as a tool for learning?
I
Inquiry
What questions will I ask?
How will I facilitate students
asking questions?
C
Collaboration
How will I facilitate student
collaboration?
R Reading or Rigor
What will students read?
What strategies will I use to
facilitate that reading or
rigor?
Do these look familiar?
• Writing Across the
Curriculum
• Notebooks/Binders
• Learning Logs
• Warm-Ups
• Vocabulary Strategies
• Reading Strategies
• Notetaking
• Study Skills
• Test Taking Skills
• Problem Solving
Skills
• KWL Charts
• Successful Classroom
Interactions
• Collaboration
• Think-Pair-Share
This is TRUE!
• AVID Methodologies are strategies that
SWE teachers are ALREADY using!!!
• These strategies are best practices… 
• Can we agree to use the same name for
these best practices “across the board” so
students understand?
Myth: AVID Students cannot be a
North Carolina Scholar
SWE AVID Class of 2010
The First Graduating Class
26 Students Strong
COLLEGE/UNIVERSITY PREP
COURSE OF STUDY REQUIREMENTS
NAME: _________________________________________ NC WISE: _____________
GRADUATION DATE: ______________
ENGLISH
GRADE
ENG I
H
A
ENG II
H
A
ENG III
AP
H
A
ENG IV
AP
H
A
MATHEMATICS
ALGEBRA I
GEOMETRY
H
A
ALGEBRA II
H
A
ADV. FUNCTIONS
PRE-CAL
H
CALCULAS A/B
AP
26 AVID Graduates from SWE in
2010
•
•
•
•
•
•
•
All 26 are enrolled in higher education at this time.
24/26 were accepted to 4-year universities
4 Honor Graduates
4 NC Academic Scholars
7 National Honor Society Graduates
3 Certified Nursing Assistants
6 Students Awarded Personal Laptops for College
• Total Scholarships/Grants:
$503,408.00
Let’s bust the myth
• AVID students must be enrolled in a
rigorous course of study that will enable
them to meet requirements for university
enrollment
Myth: AVID Elective Classes
provide a strong, relevant reading
and writing curriculum
Writing Assignments By Grade
Level
•Mandala Autobiography,
Autobiographical Incident,
Life Goals Essay,
Description of a Place,
Explanation of a Process,
Character Analysis
• Autobiographical
Incident
• Biography
• Life Goals
• Career Research
• Problem-Solution
Analysis
• Argument
• Mandala Autobiography
• Autobiographical
Incident
• Biography
• Life Goals
• Career Research
• Description of a Place
• Explanation of a Process
• Character Analysis
• Problem-Solution
Analysis
• College Essay
• Argument
xii High School Writing
Teacher Guide
Jr./Sr. Seminar Writing
will be included at these
grade
Unit 3 Writing Assignments
Writing Assignment 1: A Process Essay
Prompt: What were (or are) the home, educational, political, cultural, or religious contexts in which the leader
lived (or lives)? Which of these contexts most influenced the leader’s goals, actions, and/or contributions?
Remember to draft, revise, and edit your text—and to cite your sources. Include a “Works Cited” page.
Writing Assignment 2: A Timed, In-Class Essay
Prompt: What have others said about the leader’s goals, actions, and/or contributions? That is, how do others
evaluate the leader’s work? Since this is a timed writing, written in class, you will need to plan quickly,
organizing a claim and evidence around your response. You do not need to cite your sources formally or have a
“Works Cited” page, but you will need to mention the names of your sources as you write, e.g., “Sanchez
noted that…”
Writing Assignment 3: A Headed Research Paper
Prompt: After looking back over the sources you used, your Research Log notes, the writing assignments, and
Essential Skills activities for Unit 3, prepare a headed paper with a title and the following sections (the
headings are listed in bold). Every section but the introduction should include more than one paragraph. The
sections are:
Title
(It should be interesting…not just the name of your leader)
Abstract: This will be a summary of your whole paper which you will write after you have finished writing the rest
of the paper.
Academic introduction: This section does not have a heading, and it looks like the academic introduction that
you’ve studied before. Remember the “moves”? (See Student Handout 3.14a: “Writing an Academic
Introduction.”)
Methodology
(Heading is in the middle of the paper)
In this section, you will be discussing what you did as you read, took notes, and wrote your papers for this unit.
Throughout the term, you have been writing about your methodology in your RLs, so you can use these notes to
complete a methodology section. Although writers of most academic methodology sections do not use “I,” and use
passive constructions (“Four people were interviewed for this paper”), you can use “I” here.
Leader’s Context and Actions
For this section, you will revise, edit, and add new material to Writing Assignment 1 that you wrote for this unit.
AVID College Readiness: Working With Sources
Planning Sheet 3 (2 of 2)
Others’ Perspectives
For this section, you will revise, edit, and add new material to Writing Assignment 2 that you wrote for this unit.
Leader as a Catalyst for Change
This section, taken from your notes and conclusion, will give evidence for why the leader you have selected can be
considered a catalyst for change.
Works Cited
Though most of this paper looks like an APA text because of its headings, your teacher may be most comfortable
with MLA. If so, see <http://www.dianahacker.com/resdoc/p04_c08_s1.html> for help with this.
Cornell Notes
This is TRUE!!
• A strong relevant writing and reading
curriculum provides a basis for instruction
in the AVID elective class.
Myth: The AVID elective class is a
glorified study hall.
Week Four At-A-Glance
Grade 9
Week 4 focus: Prewriting strategies; make effective presentation; plan and manage time; tutorial reflections
Materials: Strategies for Success, Tutorial Support Curriculum Resource Guide, High School Writing, Implementing & Managing
the AVID Program
Monday
Tuesday
1. Mandala
Autobiography Unit
•“What is a Mandala?”
and “The Symbols of
My Life” Activity 5.1
High School Writing
(Unit 5)
ᘌ2. Time
Management
•“Time Log” Activity
7.1 Strategies for
Success (Unit 7)
1. Tutorials
•Begin the process of
AVID tutorials with
students. Tutorials will
take place twice a week
for the remainder of the
school year. See “The
Principals of Tutoring”
Strategies for Success
(Unit 8)
2. Debrief Tutorials
•“Reflecting on
Learning” Activity
4.1.1 and “Reflective
Learning Log”
Activity4.2.2 Tutorial
Support Curriculum
Resource Guide (Unit
4)
Wednesday
1. Create Mandala
•High School Writing
Activity 5.1 (Unit 5)
2. Time Management
•“Barriers and
Solutions to Using
Time Effectively”
Activity 7.3 Strategies
for Success (Unit 7)
3. Homework:
Tutorial Questions
•“Tutorial Request
Form” Activity 2.7.2 or
2.7.4 Tutorial Support
Curriculum Resource
Guide (Unit 2) OR
“Tutorial Worksheet”
Activity 8.1 Strategies
for Success (Unit 8)
OR “Tutorial Request
Form” Section Two:
Classroom
Applications
Implementing &
Managing the AVID
Program
Thursday
Friday
1. Tutorials
2. Tutorial
Reflections
•“Higher-Level
Reflections” Activity
4.2.3 Tutorial Support
Curriculum Resource
Guide (Unit 4)
1. Finish Mandala
•High School Writing
Activity 5.1 (Unit 5)
2. Student Oral
Presentations of
Mandalas
•High School Writing
Activity 5.1 (Unit 5)
•Discuss presentation
skills using the
“Presentation Rubric”
Activity 14.7 Strategies
for Success (Unit 14)
•Involve the whole
class in feedback to
student presenters
using the presentation
rubric
3. Binder Check
Week Six At-A-Glance
10
Grade
Week 6 Focus: Continuation of “Explanation Life Goals” Expository Essay; research methods; pre-writing; contributing effectively to
discussions
Monday
1. Explanation of
Life Goals
(Prewriting)
Teachers will need to
schedule library or
computer lab time for
these activities
 Step 7 (Research)
and Step 8 (Add to
Clusters) Activity 6.1
High School Writing
Curriculum (Unit 6)
Students should
complete Step 9
(Quickwrite) for
homework in
preparation for
Wednesday’s class.
Activity 6.1 High
School Writing
Curriculum (Unit 6)
Tuesday
1.Tutorial
Wednesday
Thursday
1. Explanation of Life
Goals (Prewriting)
Step 9 (Quickwrite).
Review from Monday’s
homework.
Step 10 (Explain
Assignment/Rubric)
“How to Read and
Analyze a Writing
Prompt” Activity 8.1
High School Writing
Curriculum (Unit 8)
Step 11 (Read Models)
In this activity, students
are asked to read essay
models and to interact
with the rubric to ensure
common expectations
for their own paper.
Step 12 (Select an
Audience, Purpose, &
form) and Step 13 (Plan)
Activity 6.1 High
School Writing
Curriculum (Unit 6)
1. Tutorial (PSAT / test)
 Students jigsaw information
about college entrance tests found in
Unit 4 of College and Careers, as
well as information they can search
online or from the College/Career
Center on campus
 Students take Cornell Notes
based on the following information.
 College Entrance Testing
 What is the PSAT/PLAN?
How are they
similar/different?
 What types of questions are
asked on the
PSAT/PLAN?
 What does the PSAT/PLAN
measure?
 How can I prepare for these
tests?
“Beyond the Classroom”
College and Careers (Unit 4)
Friday
1. Philosophical Chairs
Strategies for Success
(Unit 11)
“Goal” Quotes:
John F. Kennedy:
“Change is the law of life.
And those who look only
to the past or present are
certain to miss the future.”
Michelangelo: “The
greatest danger for most of
us is not that our aim is too
high and we miss it, but
that it is too low and we
reach it.”
1.Binder Checks
Week Fifteen At-A-Glance
11
Grade
Week 15 focus: Integration of Sources and Writing Process – use “six-trait” tools; formulate and advance a thesis; produce pieces for
different audiences and purposes; use note-taking; participate positively in group activities; contribute effectively to discussions
Monday
1. Note organization
and claims
“Overview of writing
assignment 3; using
evidence to draft
claims: the ‘findings
about the
leader’section” Unit 1
Part III Lesson 12 Day
1 AVID College
Readiness: Working
With Sources
Tuesday
1. Tutorials
Wednesday
1. Note organization
and claims
“Continuing to draft
claims; ‘the leader’s
personal characteristics’
section” Unit 1 Part III
Lesson 12 Day 2 AVID
College Readiness:
Working With Sources
Thursday
1. Tutorials
Friday
1. Binder Check
2. College sites
exploration
Jigsaw groups to
review various college
sites for helpful
information: Campus
Tours, College Net,
College View, HACU,
HBCU, Schools in the
USA, Xap Corporation,
Yahoo! Education “Web
Sites for the AVID
Elective” Activity 1.14
Preparing for College
(Unit 1)
Week One At-A-Glance
12
Grade
Week 1 focus: AVID senior year overview; tools/strategies to arrange class materials; goal-setting tools/strategies; collegiate options;
four-year college admissions requirements; self-advocacy
Materials: www.avidonline.org, Strategies for Success, Implementing & Managing the AVID Program, College and Careers,
Preparing for College,
Monday
1. AVID Agreement
•Implementing &
Managing the AVID
Program
•“AVID Contract”
www.avidonline.org >
MyAVID >file sharing
>Elective Program
Resources and Beyond >
Recruitment
1. AVID Binder Setup
•“Binder Grading Sheet”
Implementing &
Managing the AVID
Program (Section 2:
Classroom Applications)
•“Unit Two: AVID
Binder” Strategies for
Success (Unit 2)
1. Summer Action Plan
Review
•“My Summer Action
Plan” Student Activity
5.13 College and Careers
(Unit 5)
Tuesday
Wednesday
1. Senior Year
Calendaring
•“Senior Year Important
Dates” Activity 3.15
Preparing for College
(Unit 3)
•“My Senior Year
Checklist” Student
Activity 6.1 College
and Careers (Unit 6)
1. College Visit
Preparation
•“Helpful Hints for a
Campus Visit” Activity
6.2 College and
Careers (Unit 6)
•“College Visit
Questionnaire” Activity
6.3 College and
Careers (Unit 6)
•“The College
Interview” Activity
3.13 Preparing for
College (Unit 3)
2. College Exploration
•“Your
Responsibilities”
Activity 3.12 Preparing
for College (Unit 3)
•“Sample Letters”
Activity 3.9 Preparing
for College (Unit 3)
1.Goal-Setting
•“My College
Roadmap” Student
Activity 9.2 Strategies
for Success (Unit 9)
1. Collaboration
•“Study Buddy
Contract” Activity 5.6
Strategies for Success
(Unit 5)
Thursday
• Targeting Colleges
•“College Sweatshirt”
Activity 3.4 (3 of 3)
Preparing for College
(Unit 3)
•Review “My List of
Colleges” Student
Activity 5.5 College
and Careers (Unit 5)
Friday
• College Application
Process Presentation
•Introduction to college
application resources by
a guest speaker
(counselor, librarian, or
admissions expert) or
by the AVID teacher
•“Completing College
Applications” College
and Careers (Unit 6)
•“Guidelines for
Applying to Colleges
Online” Activity 3.10
Preparing for College
(Unit 3)
•“Tips for Completing
College Applications”
Activity 3.11 Preparing
for College (Unit 3)
•
Let’s bust this myth
• Inquiry and Collaboration is used as a
basis for instruction in the AVID
classroom.
Myth: Tutors provide answers
Matt’s Story Video
Let’s bust this myth
• Tutors must be available in the AVID
classroom to faciliate student access
to rigorous curriculum
Myth: A= Success
College Field Trips/SWE
Opportunities
• Ninth Grade---Chowan University and
UNC-Chapel Hill
• Tenth Grade---ECU and St. Augustines
College
• Eleventh Grade---North Carolina Central
University and NC State
• Twelfth Grade---NC Wesleyan University
and Campbell University
Examples from Our School
• NC Virtual Public Schools course for SWE
AVID student, leads to participation in a
National Panel Discussion on Online
Education in Washington, DC.
• SWE AVID Students in conjunction with a
non-profit organization sponsored a
county-wide college day
• SWE AVID is sponsoring a trip to Spain in
April 2011
AVID’s Mission Statement
AVID’s Mission is to close the
achievement gap by preparing
all students for college readiness
and success in a global society.
Let’s bust this Myth!
• A = ACCESS